Digital Dysphorias is exploring shifting cultural assumptions that occur as we live more online to ask what does this mean for future connectedness, and what does in mean in terms of transitioning between online and offline now?
We are currently producing far more data than people can consume – more than we can even process using today’s technology. When there are 750 tweets sent every second, more than 1 million special interest groups on LinkedIn and thousands of publications created by a single firm every year, how do you ensure the right content is getting to the right people?
Join Kalev Peekna as he explores ways you can avoid creating the experience of information overload for your audiences. He shares how you can Crack Big Content by organizing, engaging, adapting and analyzing your communications, preventing them from looking, feeling and acting like work. He also provides examples of tools organizations have used to successfully guide overwhelmed readers.
To view the webinar recording, visit http://bit.ly/13aWTZ3.
Published November 18, 2016, in Technology
Presentation for the third sprint of the Product Studio class at Cornell Tech.
Fall 2016
Cornell Tech
Product Studio
The New York Times (Community)
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FVCproductions
https://fvcproductions.com
Digital Dysphorias is exploring shifting cultural assumptions that occur as we live more online to ask what does this mean for future connectedness, and what does in mean in terms of transitioning between online and offline now?
We are currently producing far more data than people can consume – more than we can even process using today’s technology. When there are 750 tweets sent every second, more than 1 million special interest groups on LinkedIn and thousands of publications created by a single firm every year, how do you ensure the right content is getting to the right people?
Join Kalev Peekna as he explores ways you can avoid creating the experience of information overload for your audiences. He shares how you can Crack Big Content by organizing, engaging, adapting and analyzing your communications, preventing them from looking, feeling and acting like work. He also provides examples of tools organizations have used to successfully guide overwhelmed readers.
To view the webinar recording, visit http://bit.ly/13aWTZ3.
Published November 18, 2016, in Technology
Presentation for the third sprint of the Product Studio class at Cornell Tech.
Fall 2016
Cornell Tech
Product Studio
The New York Times (Community)
---
FVCproductions
https://fvcproductions.com
Using social media to develop a professional online presenceSue Beckingham
Invited Speaker at University of East Anglia
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
Who is your Social Media Self? College Student Motivation and Vulnerability O...Paul Brown
Originally presented at Boston University in December of 2016 as a part of a digital technology and higher education speaker series. Presents my original research on social and digital technology and college students.
Published November 22, 2016, in Technology
Presentation for the final sprint of the Product Studio class at Cornell Tech.
Fall 2016
Cornell Tech
Product Studio
The New York Times (Community)
---
FVCproductions
https://fvcproductions.com
Real World Stories of Internet & Social MediaCarol Dunn
Real world stories of the use of internet based resources and social media for outreach, collaboration and situational awareness. A version of these slides accompanied a talk at the SMILE conference in Santa Clara CA.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Digital Fluencies Workshops at Penn LibrariesKimberly Eke
Launching in Fall 2016! The Penn Libraries is offering a new portfolio of workshops designed to help faculty, staff and students develop expertise in emerging skills related to scholarly inquiry.
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
Using social media to develop a professional online presenceSue Beckingham
Invited Speaker at University of East Anglia
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is important to consider the implications and the impact of the digital footprint our online interactions leave behind. This workshop will help you to reflect on what your online presence looks like when viewed by others, consider who your audiences are and how you can develop your digital profile in a positive way.
Who is your Social Media Self? College Student Motivation and Vulnerability O...Paul Brown
Originally presented at Boston University in December of 2016 as a part of a digital technology and higher education speaker series. Presents my original research on social and digital technology and college students.
Published November 22, 2016, in Technology
Presentation for the final sprint of the Product Studio class at Cornell Tech.
Fall 2016
Cornell Tech
Product Studio
The New York Times (Community)
---
FVCproductions
https://fvcproductions.com
Real World Stories of Internet & Social MediaCarol Dunn
Real world stories of the use of internet based resources and social media for outreach, collaboration and situational awareness. A version of these slides accompanied a talk at the SMILE conference in Santa Clara CA.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Digital Fluencies Workshops at Penn LibrariesKimberly Eke
Launching in Fall 2016! The Penn Libraries is offering a new portfolio of workshops designed to help faculty, staff and students develop expertise in emerging skills related to scholarly inquiry.
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
slides from my recent presentation to the Malaysian Higher Education conference in Langkawi on March 1st, 2007. See blog posting at www.autodesk.com/waynehodgins
The maker revolution is here. Everyone can be a maker. Children are creating all sorts of STEAM projects. Teachers from all levels are being trained to integrate maker-based projects in their classrooms. It is the Gold Rush of micro-prototyping technologies, robotics, 3D printing, laser cutting, electronic embroidery and embedded wearables. This is partly driven by the open-source electronic market emerging from Shenzhen, online DYI communities, data sharing over the Internet, but mostly by the worldwide movement driven by the 4th industrial revolution.
The next workforce will be faced with the new demands of a ubiquitous, mobile and ambient Internet of connected objects fed by AI and machine learning (Schwab, 2016). By 2025, the World Economic Forum (2015) predicts several technological tipping points, namely 10% of people wearing clothes connected to the internet, 1 trillion sensors also connected to the internet, the first robotic pharmacist, the first 3D printed car in production, and the first implantable mobile phone available commercially. This will bring unprecedented changes because they will arrive at a speed that will affect all our systems in all continents. They will force us to revise the nature of how we live, how we interact with each other and how we work.
Maker education is part of the solution to prepare the next generation workforce because it confronts learners to programming languages, robotics, additive manufacturing, prototyping, the internet of things and the sensing environment. More than just knowledge about these topics, learners have to develop competencies that will prepare them for a complex and ever-changing world that even experts cannot yet imagine. In this talk, I will present the global context for maker education and an operationalized definition of how to develop competencies in this context. I will also present results of several studies on this topic. More specifically, I will discuss fundamental maker knowledge, attitudes, resources, and how to design activities to mobilize competencies to complete multi-faceted projects or solve complex problems.
A new(ish) perspective on knowledge management in small organisations, with a little bit of Frank Zappa and Superman 3 thrown in. Originally delivered at the NCVO Information Management Conference, London, Nov 2008.
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
Tracie Weisz's slideshow presentation for ASTE 2012 on Tok School's Technology Class - teaching the concepts that will help students to become digitally fluent.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Young Minds Prep School TECHNOLOGY FOR LEARNING: CHOOSING AND USING THE RIGHT TOOLS Kristine Diener Cardinal Stritch University [email_address] http://tinyurl.com/Dec2YM
3. THE SWEET SPOT “ Experienced teacher who has been using the technology at least two years, using it about 75% of the time, and who has enough training to be confident.” Dr. Robert Marzano, CUE keynote, March 2009
4. THE SWEET SPOT “ Experienced teacher who has been using the technology at least two years, using it about 75% of the time, and who has enough training to be confident.” http://tiny.cc/sweetspotimplications
5. WEB 1.0 VS WEB 2.0 Web 1.0 Web 2.0 Static Publishing Lecture Reading Passive Closed Finding information Client-server
6. WEB 1.0 VS WEB 2.0 Web 1.0 Web 2.0 Static Dynamic Publishing Participation Lecture Conversation Reading Creating Passive Active Closed Collaborative Finding information Making connections Client-server Peer-to-peer
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16. “ Any school in this country, if they’re willing to use the tools that are available to them, can make a difference. There’s no magic bullet but if you give magic BBs to teachers who are committed and understand their craft great things can happen.” Dr. Robert Marzano
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Editor's Notes
Teacher experience Length of technology use Percentage of time technology used in classroom Confidence in technology impact Provide professional development in both effective teaching and use of technology Keep a clear focus on content Keep track of which students are/aren’t “getting it”
Teacher experience Length of technology use Percentage of time technology used in classroom Confidence in technology impact Provide professional development in both effective teaching and use of technology Keep a clear focus on content Keep track of which students are/aren’t “getting it”